The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
How and why are educators using Instagram?
Open accessAbstract
Social media are commonplace in many educators’ lives, but their Instagram activities have received no prior attention in the empirical literature. We therefore created and disseminated a survey regarding educators’ Instagram use. Analyses of 841 responses suggested participants were generally intensive users of Instagram who engaged in the exchange of both professional knowledge and wisdom, as well as affective support. In addition to identifying benefits to Instagram use, some participants offered critiques of Instagram’s professional utility. We discuss the implications of these findings for educators’ work in a digital era and the future of research on educators’ social media activities.
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Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
Evolving guidelines for publication of qualitative research studies in psychology and related fields
Elliott, R., Fischer, C. T., & Rennie, D. L. (1999) · British Journal of Clinical Psychology · doi:10.1348/014466599162782 · Cited by 2,491 · cited 1×
“To increase credibility and trustworthiness, we employed investigator triangulation by including at least two researchers in the analyses of all qualitative data, and data triangulation by having some overlap between topics addressed in different survey items (Elliott, Fischer, & Rennie, 1999).”
MethodPittman, M., & Reich, B. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.03.084 · Cited by 907 · cited 3×
“…’ s visual nature differentiates it from more text-focused platforms and has been credited with helping to build trust and credibility among users (Pittman & Reich, 2016); this could mean that the kinds of communities and networks that form via Instagram are substantively different from those…”
InfluentialMessing, S., & Westwood, S. J. (2014) · Communication Research · doi:10.1177/0093650212466406 · Cited by 902
Norms of online expressions of emotion: Comparing Facebook, Twitter, Instagram, and WhatsApp
Waterloo, S. F., Baumgartner, S. E., Peter, J., & Valkenburg, P. M. (2018) · New Media & Society · doi:10.1177/1461444817707349 · Cited by 549
Twitter and Tear Gas. The Power and Fragility of Networked Protest
Tufekci, Z. (2017) · Yale University Press · doi:10.25969/mediarep/14848 · Cited by 527
Throuvala, M. A., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2018.12.012 · Cited by 272
Cited by
Being Real on Instagram Reels: An Authentic Tool to Enhance English Speaking Skills
Dewi, N. P. P., Marsakawati, N. P. E., Putra, I. N. A. J., & Suwastini, N. K. A. (2022) · Elsya : Journal of English Language Studies · doi:10.31849/elsya.v4i3.10075 · Cited by 2
EFL teachers’ perceptions of teacherpreneurs’ persuasive techniques on Instagram
Naqdi Babaee, N., Shamsaee, S., & Shams, M. A. (2026) · Discover Psychology · doi:10.1007/s44202-026-00899-x
Metadata
- Authors
- Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2020-11
- Volume
- 96
- Pages
- 103149
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W3044727928
- Cited by
- 277
- References
- 8
- FWCI
- 34.17
- Type
- journal article
- Language
- en
- Open access
- green
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